Chemistry Department S Igcse Assessment Guidebook (DRAFT)

Chemistry Department’s iGCSE Assessment Guidebook (DRAFT)

Basically there are these main standardised ways we assess students achievement

1. End of topic tests (using only questions from CIE past exam papers)

2. Practical write up (based on the IB

a. Design

b. Data collection and processing

c. Conclusion and evaluation

3. Essays, using a rubric based on the extended essay rubric

4. Mini-symposia focusing on ToK, using a rubric based on the one issued for the ToK presentation

5. Other less formal systems like directed questioning in class, class participation, manipulative skills during practicals, ability to work within a team in practicals, verbal communication skills in class

For the practical write ups and the essays the students should be given a chance to improve their work based on your feedback so they learn more deeply where they are going wrong and how they can improve to produce the best work possible. It is therefore very useful to see these excercises very much as formative assessment rather than summative, if they get it wrong, you should tell them and then they should be given the opportunity to fix it.

Design (D)

D1- Defining the problem / D1a / You have provided a focused research question of what you intend to do. / /2
D1b / You have given a qualitative hypothesis and justified it with quantitative scientific reasoning (using a calculation or chemical equation). / /2
D1c / You attempt to explain the scientific reasoning behind the most important variables you are going to control. / /2
D2 - Selecting variables / D2a / States the independent variable (the one you change) / /1
D2b / States the dependant variable (the one you measure) / /1
D2c / States the controlled variable(s) (the one(s) that must be kept constant) / /2
D3- Developing a method for collection of data / D3a / Selects and names appropriate apparatus and materials needed / /2
D3b / Designs a method that allows for the effective control of the variables / /2
D3c / Designs a method that allows for the collection of sufficient relevant data / /2
Total marks / /16

Data Collection and Processing (DCP)

DCP1
Collect and organize raw data / DCP1a / You have successfully recorded all raw data (qualitative and/or quantitative). / /2
DCP1b / You have presented the raw data in a complete and clear manner. / /2
DCP1c / You have always used the correct headings, units and decimal places for you measurements. All of your measurements are recorded with the correct amount of precision. / /2
DCP2
Processing raw data / DCP2a / You have always made the correct calculations with the raw data. / /2
DCP2b / You have always used the correct units and significant figures in your solutions to calculations. / /2
DCP2c / You have extracted the relevant data from the graph. Where a graph is not drawn (e.g. in titrations), you have processed and presented all of the data correctly in a single table with the correct number of significant figures. / /2
DCP3
Presenting processed data / DCP3a / You have the processed data appropriately (correct choice of graph, bar chart etc.). Where further calculations are required (e.g. titrations), you have selected and shown the correct formulas needed for the calculation. / /2
DCP3b / When a graph is needed you have chosen an appropriate scale and plotted points/displayed processed data correctly/added trend line and given an equation for trend line. Where further calculations are required (e.g. titrations) you have always clearly presented a sample calculation. / /2
DCP3c / If you needed to draw a graph you have used correct labels, units and line of best fit drawn (if graph chosen). Where further calculations are required (e.g. titrations), the correct answer is presented with correct units. / /2
Total marks / /18

Manipulative Skills (MS)

MS1- Instruction / MS1a / You have followed VERBAL instructions / /2
MS1b / You have followed WRITTEN instructions / /2
MS1c / You are aware of all instructions about HEALTH & SAFETY / /2
MS2 - Technique / MS2a / You have completed the practical is a sensible way / /2
MS2b / You have completed the practical in a safe way / /2
MS3- Teamwork / D3a / You have made sure everyone in the group has done a fair amount of work / /2
D3b / You have worked effectively and efficiently in your group / /2
Total marks / /14

iGCSE Chemistry Literature Review and Essay Marking Scheme

There are two categories, relating to either Chemistry or to Scientific writing.

Each of these different skills can be awarded a Complete (2/2) a Partially complete (1/2) or a Not at all (0/2). In exceptional circumstances the teacher can award a Distinction (3/2) for a particular category, which means it is possible to get more than 100% on these essays!

Usually only one category (either 1, chemistry or 2, scientific writing) will be assessed for a given piece of work at any one time (a merit to the first student to spot this), but your use of English will almost always be assessed for every essay.

1. Demonstrating an Understanding of Chemistry (UC)

a) Knowledge

Describes, states or lists relevant information relating to the topic covered by the title.

b) Understanding

Relates the information they have given to a larger idea and uses their understanding of chemistry to EXPLAIN most or all of the information they have provided.

c) Analysis/Conclusion

Uses the information that they have provided to identify or explain any trends or larger ideas that this information supports.

d) Syllabus/subject relevance

Does not include irrelevant material and in addition, clearly demonstrates an awareness of the topics relationship to chemistry, e.g. by including correct and relevant chemical equations or by drawing appropriate and labeled diagrams.

e) Correct word count

Stays within 20% of the word limit, or if you go over, only includes ideas which are essential to the argument and does not go over by too much. Most of the highest scoring essays will be within the word limit.

2. Demonstrating an understanding of good Scientific Writing (SciW)

a) Research

Uses three or more sources of information and provides a complete bibliography.

b) Depth

The essay is to an appropriate depth considering the word limit; it EXPLAINS one particular idea very well, rather than listing just lots of related but different ideas.

c) Insight and originality

Choses an unusual or interesting topic to base the essay around, or uses an unusual and interesting approach to their essay.

d) Flair

Demonstrates a thorough understanding of the subject that goes well beyond the syllabus and whilst exploring larger ideas, is obviously aware of the syllabus.

e) Tone

Uses the correct tone for a scientific essay. Assumes the reader understands the basics of chemistry, e.g. elements and electrons (has iGCSE knowledge), but explains any vocabulary beyond that.

f) Correct word count

Demonstrating an understanding of good English

You will, in addition to either of the assessment categories above also be assessed on your English, each of these can be either, Complete (1/1) or Not at all (0/1). A merit to the first student to spot this.Your typical essay then can either be out of 13 marks for category 1 or 15 marks for category 2. Sometimes you will be required to write a longer essay that covers both categories and so will be out of 28 marks.

a) Use of correct vocabulary

Vocabulary, especially keywords, are correctly used and defined where necessary

b) Use of correct grammar

Uses grammar correctly

c) Flow of ideas

Good use of punctuation and the essay flows well, with a recognizable beginning, middle and end. Repetition of synonyms is avoided and there is a comfortable feel to the style of language used (i.e. magniloquence is avoided)

Checking Notes in Exercise Books

Not at all
0/2 / Partially complete
1/2 / Complete
2/2 / Exceptional
3/2
Neat and tidy
Clear writing
Full notes
Dates?
Titles?
All work stuck into the book
Total Score: / /12
Score / 0-4 / 5-8 / 9-12 / Above 12
Possible AtL on report / 4 / 3 / 2 / 1

Checking Notes in Exercise Books

Not at all
0/2 / Partially complete
1/2 / Complete
2/2 / Exceptional
3/2
Neat and tidy
Clear writing
Full notes
Dates?
Titles?
All work stuck into the book
Total Score: / /12
Score / 0-4 / 5-8 / 9-12 / Above 12
Possible AtL on report / 4 / 3 / 2 / 1

Checking Notes in Exercise Books

Checking Notes in TOPIC Books

Not at all
0/2 / Partially complete
1/2 / Complete
2/2 / Exceptional
3/2
Clear and legible (can you read it?) writing
Notes and highlighting of important points
Keywords completed?
All questions answered
Some questions answered
Very few questions answered
No questions answered
Some evidence of extra reading or going beyond the syllabus?
Total Score: / /12
Score / 0-4 / 5-8 / 9-12 / Above 12
Possible AtL on report / 4 / 3 / 2 / 1

Checking Notes in Exercise Books

Presentation Rubric (Adapted from ToK)

A Identification of knowledge issue

• Did the presentation identify a relevant knowledge issue involved, implicit or embedded in a real-life situation?

Descriptor Achievement level

• Level 1 was not achieved. 0

• The presentation referred to a knowledge issue but it was irrelevant to the real-life situation

under consideration. 1–2

• The presentation identified a knowledge issue that was in some ways relevant to the real-life situation

under consideration. 3–4

• The presentation identified a knowledge issue that was clearly relevant to the real-life situation

under consideration. 5

B Treatment of knowledge issues

• Did the presentation show a good understanding of knowledge issues, in the context of the real-life situation?

Descriptor Achievement level

• Level 1 was not achieved. 0

• The presentation showed some understanding of knowledge issues. 1–2

• The presentation showed an adequate understanding of knowledge issues 3–4

• The presentation showed a good understanding of knowledge issues. 5

C Knower's perspective

• Did the presentation, particularly in the use of arguments and examples, show an individual approach and demonstrate the significance of the topic?

Descriptor Achievement level

• Level 1 was not achieved. 0

• The presentation, in its use of arguments and examples or otherwise, showed limited personal

involvement and did not demonstrate the significance of the topic. 1–2

• The presentation, in its use of arguments and examples or otherwise, showed some personal

involvement and adequately demonstrated the significance of the topic. 3–4

• The presentation, in its distinctively personal use of arguments and examples or otherwise, showed

clear personal involvement and fully demonstrated the significance of the topic. 5

D Connections

• Did the presentation give a balanced account of how the topic could be approached from different perspectives?

• Did the presentation show how the positions taken on the knowledge issues would have implications in related areas?

• In awarding the higher achievement levels, the emphasis should be more on the quality of the consideration of connections than on the quantity of connections mentioned.

Descriptor Achievement level

• Level 1 was not achieved. 0

• The presentation explored at least two different perspectives to some extent. 1–2

• The presentation gave a satisfactory account of how the question could be approached from different perspectives, and began to explore their similarities and differences. 3–4

• The presentation gave a clear account of how the question could be approached from different

perspectives and considered their implications in related areas. 5

iG Rubric Creating Exam Questions

Standard format of task:

5 multiple choice marks only assessing the “Core” syllabus material (Paper 1)

10 marks attached to longer answer questions also assessing the “Supplement” material and including at least one three or four mark question (Paper 3)

5 marks given for questions relating to experimental techniques (Paper 6)

Essential Questions

Question style -2 marks

2 All of the questions are of the same style as you would find in a real exam

1 Some of the questions are in the wrong style e.g. like true/false questions

0 All of the questions are in the wrong style

Level of challenge -2 marks

2 All of the questions are set to an appropriate level of challenge

1 There is an inappropriate level of challenge to be used by iGCSE

0 The level of challenge is totally inappropriate

Use of Command words – 2 marks

2 Command words used consistently and appropriately for all questions

1 Some inappropriate use of command words

0 Command words totally missing or consistently used inappropriately

Clarity of task – 2 marks

2 The questions use precise language and it is obvious what you are supposed to do